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Crosspol Journal

Crosspol Journal

This journal is a space designed to create, encourage, and maintain discussions between high school and college writing teachers — and we want to do this in complex, dynamic, multimodal, and experimental ways. ISSN 2572-8865

Submissions from 2018 2018

Letter from the Guest Editors, Alyssa G. Cavazos and Randall W. Monty

Change in Pensamiento, Lesley Chapa

Front Matter and TOC vol. 3 no. 1, Crosspol

Full Issue vol. 3 no. 1, Crosspol

Engaging in Writing Dialogue: High School to College Writing Symposium, Mark Dziedzic and Gretchen McClain

Crossing Linguistic Borders: Teaching Writing Skills in Two Languages to Translators-In-Training, Gabriel González Núñez

This is my Story of Language, Francisco Guajardo

Re-Imagining Linguistic Competence and Teaching towards Communicative Success in Transnational and Translingual Spaces of Today's Global Reality, Maria Houston

"Out in the Open and Free": Nature-Based Settings and Literacy Learning at Adventure-Risk-Challenge, Merrilyne Lundahl

Submissions from 2016 2016

Mapping Student Responses: Towards Alternative Testing Ideologies, Glenn Blalock and Rich Haswell

A Sneak Peek into College Writing: Conducting a Plagarism Workshopfor High School Students, Mary-Lynn Chambers and Abigail G. Scheg

Why We Should Talk About "Alignment" with Writing Students, Colin Charlton and Andrew Hollinger

Front Matter and TOC vol. 2 no. 1, Crosspol

Full Issue vol. 2 no. 1, Crosspol

You Can't Get There from Here: Cross-sector Collaboration and the Common Core State Standards, Jason Depolo and Nancy Gardner

Teaching Tenth Grade English: Student and Teacher Perceptions of Standardized Testing, Norma Denae Dibrell

Writing Together: The Experiences of a College Writing Center Helping High School Writers, David Elder, Hannah Hecht, and Mallory Sea

An Accurate Representation of What?: Student Perceptions of Standardized Writing Assesment, Kristen Getchell and Lindsay Illich

Writing to and Beyond the Test: The Writing Habitus of the First Standards-based Curriculum Cohort, Rebecca Powell

Submissions from 2014 2014

A Pile of Stuff on the Table and Reimagining Distance, Colin Charlton and Andrew Hollinger

Artifact in action 1: The writers transition archive, Colin Charlton and Andrew Hollinger

Artifact in Action 5: A Towards a Living Survey of Transitional Student Reading Habits and Social Media Usage, Colin Charlton and Andrew Hollinger

In Media(s) Res: Learning in Transition, Emma Cole

Front Matter and TOC vol. 1 no. 1, Crosspol

Full Issue vol. 1 no. 1, Crosspol

College and Career Ready: Aligning Local Organizations to end Please-the-teacher Syndrome, Serena Mari Garcia

Artifact in Action 4: Negotiating Purpose, Andrew Hollinger and Colin Charlton

Artifact in Action 3: Wreck-It Ralph as Critical Lens, John Skarl

Double play: Notes from a high school English professor, John Skarl

Easing the transitions: Finding ways to work in solidarity across the high school/college divide, Elizabeth Wardle

Artifact in Action 2: Writing a Linguistic Autobiography, Amy Weimer

Composing a new community infused with bilingual, biliterate, and bicultural realities, Amy A. Weimer, J. Joy Esquierdo, and Francisco Guajardo